Ensino de orientação e percepção auditiva combinada a precisão no chute a gol para pessoas com deficiência visual

Abstract

People with visual disabilities may submit several compromises in various aspects, which could harm them both in your daily life as in performance sports adapted as, for example, the 5-a-side football. In 5-a-side football, athletes with visual impairment or blindness, play with blindfolds. The present study is contextualized at the confluence of four areas: people with visual impairment; guidance for auditory perception; 5 and football; programmed instruction for multiple copies. A previous review of the literature showed that there is few studies which have proposed to develop and/or apply teaching strategies and procedures geared to the Repertoire of auditory orientation to 5 football athletes. The main objective was to analyze the effects of auditory perception and orientation training for people with visual impairment in the context of the 5-a-side football. The analysis of the effects of teaching was possible from the development and implementation of a teaching procedure that contributes to the development of the skills involved in sport. Participants in the research were two athletes of a male 5 football team from the city of Fortaleza/CE with visual impairment (P1 – 20 years, P2-17 years). The design that was used for the realization of this research was the subject only as your own control, composed of 24 steps and divided into six phases: pre-testing of kick oriented; pre-test; teaching; post-test survey, and post-test kick oriented. The teaching procedure was planned through a program by multiples copies which provided for the development of auditory orientation combined with precision in the kick from the athlete's positioning of attack on 16 positions on the Court, ten of these positions being taught directly and six other tested positions in order to analyze the possible direct effects of teaching generality.Key words: football 5, visual impairment, auditive orientation, fading and multiple exemplar instruction. . The procedures used to correct mistakes were the physical, auditory, and fading of the distance of the kick. The results are presented in graphical format comparing intra and Inter performance participants. The collections with both participants lasted approximately four weeks, being carried out 14 steps with P1 and nine steps with P2, but were not completed due to the unavailability of access to the collection. The results showed that the procedure was effective to teach directly target repertoire in five of the six positions on the Court when P1 was exposed and also effective in three of the four positions in that P2 was exposed. The results are discussed in terms of the experience of the athletes to make the kicks in certain areas of the Court, the mechanics kick and your execution and also with respect to the control of spurious environmental stimuli (spatial orientation and kinesthetic and auditory stimuli in addition to the other data collection environment), not directly corresponding to teaching procedure. It is believed that the development of the procedure made it possible to enlarge the possibilities of effective interventions for teaching skills to orientation, mobility and sport development of people with visual impairment. However, it is necessary to expand the still collecting data and replication of study with more participants and greater rigour in the application of the procedure.